Structured Autonomy in a Chinese Innovative EFL Classroom: Supporting Low-Motivation Learner Engagement

Abstract

Innovative, student-centred EFL classrooms are often expected to increase learner autonomy and engagement. However, low-motivation learners may struggle when autonomy is offered without sufficient structure. This paper presents a qualitative case study of Jayden, a low-motivation student in a Chinese secondary EFL classroom informed by the 271 model. Drawing on classroom observation, teacher interview, student dialogue, and reflective journals, the study examines how structured autonomy shaped his participation. Informed primarily by Self-Determination Theory, with ATRiUM used as a sensitising framework, the analysis shows that clear task steps, achievable goals, group-leader mediation, peer support, affirming feedback, and reflective scaffolding gradually supported Jayden’s engagement and self-management. Yet open tasks, uneven group participation, limited reflection time, and exam-oriented classroom routines still constrained deeper engagement. The study argues that learner autonomy in innovative EFL classrooms should be structured through clear pathways, supportive relationships, and formative feedback.